Astronomy

Who is Buzz Aldrin and what did he do to who in September 2002? Blog your answers - was it the correct thing to do?

On September 2002, Buzz Aldrin punched Bart Sibrel. No

Raising a plant

Aim:

To look at the different growing conditions and how these affect the growth of seeds.

Equipment:

• Potting mix
• Water
• Radish seeds
• 4 Cups
• Cellophane (Blue, Red,)

Method:

1. Put the potting mix into the cups.
2. Plant the radish seeds into the cups.
3.  Put the different coloured cellophane onto the 2 cups
4. Water them
5. Wait for the plants to grow.

Cup 1 - Normal

Cup 2 - Blue cellophane

Cup 3 - Red cellophane

Cup 4 - Over watered

The plants grew in their cups for 10 days before they were measured. 

Findings:

Plant growing condition	Height after 10 days (mm)
Normal	30.6  mm
Blue cellophane	60.1 mm
Red cellophane	70 mm
Over water	10 mm

The normal seedling was planted in normal potting mix and grew to a height of 30.6 mm.

The blue cellophane seedling was planted in normal potting mix, covered in blue cellophane and watered. It grew to a height of 60.1 mm. The red cellophane seedling was planted in normal potting mix to a height of 70 mm. The ove rwatered seedling was planted in normal potting mix, it grew to a height of 10 mm.

Conclusion:

From the pictures and evidence we can conclude that:

The seedling height was:

1. 30.6 mm

2. 60.1 mm

3. 70 mm

4. 10 mm

The best growing conditions were:

1. Red cellophane

2. Blue cellophane

3. Normal

4. Over watered

therefore the seedling with red cellophane conditions grew to a height of 70 mm.

Photos:

Transport in Plants

Aim:

To observe xylem tissue and prove that they transport water up the plant.

Equipment:

• One stick of celery with leaves still attached
• Retort stand
• Boss head and clamp
• A pertri dish
• Water
• Food colouring
• A knife or scapel

Method:

1. Cut across the base of the celery stalk to expose a new section of the stem.

2. Fill the petri dish with water and add a few drops of food colouring.

3. Place the celery stalk in the petri dish and gently clamp it in place using the retort stand boss head and clamp.

4. Leave the stalk undisturbed for 24 hours.

5. Remove the stalk from the clamp and petri dish. Cut the stem about 1/3 of the way up the stem

 

Investigating Refraction Through Lenses

Aim:

To investigate how different types of lenses refract light.

Equipment:

• Ray box
• Triple-slit ray slide
• Power supply
• Convex and Concave lens

Method:

1. Collect the equipment needed.

2. Set up the ray box, triple-slit ray slide and power supply.

3. Place the concave and convex lens on the shaded space on the scipad.

4. Place the ray box at the top of the page and shine the three rays of light at the lens.

5. Carefully trace the direction of the refracted rays.

Results:

Refraction - Bending Light

Aim:

To investigate how light is affected by changing the substance is is traveling through.

Equipment:

• Ray box
• Power supply
• Glass or perspex block
• Single-slit ray slide

Method:

1. Collect the equipment needed.

2. Set them up.

3. Use the single-slit ray slide to produce a single beam of light.

Results:

Curved Mirrors

Aim:

To investigate the reflection of light rays in concave and convex mirrors.

Equipment:

• Ray box
• Triple-slit ray slide
• Concave and convex mirrors
• Power supply

Method:

1. Set up ray box, triple-slit slide and power supply.

2.  Place the mirrors on your Scipad as indicated below.

3. Place the ray box at the top of the page and shine the 3 rays of light at the mirror.

4. Ensure that the middle ray of light is hitting the mirror at a 90 degree angle.

5. Carefully trace the direction of the three incident rays and the three reflection rays.

Results:

Bouncing Light

Aim:

To investigate when how light behaves when it hits a plane (flat) mirror.

Method:

1. Collect a ray box, power supply, single-slit ray slide from your teacher, and set them up to produce a single beam of light.

2. Place a plane mirror on the diagram of the protractor as described below.

3. Vary the angle of incidence and record the angle of reflection in the results table.

Results:

Angle of Incidence:

0 degrees

10 degrees

20 degrees

30 degrees

40 degrees

50 degrees

60 degrees

70 degrees

80 degrees

Angle of Reflection:

0 degrees

10 degrees

20 degrees

30 degrees

40 degrees

50 degrees

60 degrees

70 degrees

80 degrees

Findings:

The angle of incidence is the same as the angle of reflection.

Here are some photos of the experiment

Science - Sounds

In space no one can hear you scream because the sound wave doesn't have any matter to travel through

Science - Energy

Types of Energy:

Kinetic energy (Movement)
Elastic energy (Spring)
Gravitational energy
Sound energy
Light energy
Thermal energy (Heat)
Electrical energy

Types of Energy that can be stored up:

Gravitational energy
Chemical energy
Elastic energy

Energy Conservation Rule:

Energy cannot be created or destroyed, it can only be transformed into a different type.

For example, when the plant seed receive light energy, it transforms as a chemical energy and transforms into a plant. When you eat a plant, it then transfers its chemical energy to you.

Deffusion

Aim: To find out what will happen to potassium permanganate (purple dye)  if put to a cold and hot water.

Hypothesis: I think that the purple dye will spread faster in hot water than in cold water.

Equipment: Petre dish,  potassium permanganate, cold water, hot water

Results:

Before:

After:

Dilution Series

In science we have been experimenting on dilution series. We were given a potassium permanganate that acted as the solute and a water that acted as the solvent.

Aim: To find out what will happen if you extract 1millimetre of solute everytime.



Result:



Conclusions/Observation:

What did you observe? Did you expect it to happen? What was interesting about the experiment?

Everytime my group extracted 1 millimetre from each test tube, the solute particles get less and less making the colur dilute. I didn't really expect it to happen. The experiment was interesting because everytime we extract 1 millimetre of solute it becomes more dilute, making the colour purple to fade away.

Science

Keywords:

Solute - A solid that can dissolve.
Solvent - Is a liquid that dissolve solute/solid that can dissolve.
Solution - Is a mixture of the solute and the solvent.
Soluble - Something that can dissolve.
Insoluble - Something that can't dissolve.
Saturate -
Dissolve - When large particles break into smaller pieces.

Water Filtration

Filtering Water

In science, we have been experimenting on filtering water using only the resource given.

Aim:
To filter dirty water into a clean and drinkable water

Equipment:

• Plastic Cups 2x
• Empty Water Bottle
• String
• Cotton Balls
• Paper Towels
• Fabric
• Scissors

Method:

1. Cut the bottom of the water bottle leaving a big hole.
2. Turn the bottle upside down putting the top at the bottom.
3. Cut the fabric in half.
4. Stack the paper towel and cotton balls inside the bottle and alternating them.
5. Tie the fabric onto the nozzle of the bottle.
6. Put 1 cup at the bottom of the bottle. Reserve the remaining cup
7. Pour the dirty water into the bottle.

Conclusion:
How well did your design work?
My team's design worked amazingly because we made the water pretty clear on our first try.

What went well, what didn't go so well?
Our first and second try was good because the water we filtered was clear.

Why do you think it worked in a certain way?
I think our water is clear because it went through a lot of process. First it went through a paper towel, then through cotton balls, then through paper towel, then through cotton balls alternating them, then through a fabric, then through a fabric again at the end. Which I think filtered the the water making it clear.

What items were helpful?
I think that the fabric was very helpful because it prevented the dirt from getting into the water.

How did you have to modify items?
My team didn't have to modify anything because everything went well.

Here is a video on how to filter water from someone.